Designing a Curriculum Model Based on Critical Thinking Education in Primary School
Keywords:
Critical thinking, Elementary, TeachingAbstract
The present study aimed to design and validate a curriculum model based on critical thinking education for primary school students by identifying its key dimensions, components, and indicators. This applied research employed a mixed-method (qualitative–quantitative) exploratory–survey design. In the qualitative phase, purposive sampling was used to select 18 educational experts, including teachers, school administrators, and university faculty members, who participated in semi-structured interviews. Data were analyzed using thematic analysis to develop the initial model. In the quantitative phase, the statistical population consisted of all primary school teachers in Bushehr Province, from whom a sample was selected through multistage cluster and simple random sampling. A researcher-made questionnaire derived from qualitative findings was used for data collection. Validity and reliability were examined using confirmatory factor analysis, composite reliability, and Cronbach’s alpha coefficients. Data analysis included second-order confirmatory factor modeling and the Friedman test for prioritization of dimensions and components. Results indicated that critical thinking–based education comprises three main dimensions: foundational intellectual literacy, skills, and attitudes. Friedman test results revealed statistically significant differences among the three dimensions (p<0.05), with foundational intellectual literacy ranked first, skills second, and attitudes third. Significant differences were also found among components, where inference emerged as the highest-priority component. Second-order confirmatory factor analysis demonstrated satisfactory model fit and construct adequacy, while reliability indices exceeded acceptable thresholds, confirming measurement stability. The findings suggest that effective integration of critical thinking into primary education requires simultaneous development of cognitive knowledge foundations, analytical skills, and intellectual dispositions. The proposed curriculum model provides a practical framework for improving primary education programs and fostering independent, analytical, and problem-solving learners prepared for complex educational and societal challenges.
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Copyright (c) 2025 Mina Abdolahi (Author); Mohamad Kargar; Sayed Mohsen Mohamadi, Mohamad Behroozi (Author)
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